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Overcoming learning barriers through knowledge management
Author(s) -
Dror Itiel E.,
Makany Tamas,
Kemp Jonathan
Publication year - 2011
Publication title -
dyslexia
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.694
H-Index - 51
eISSN - 1099-0909
pISSN - 1076-9242
DOI - 10.1002/dys.419
Subject(s) - dyslexia , metacognition , control (management) , psychology , cognition , comprehension , cognitive psychology , working memory , computer science , artificial intelligence , reading (process) , linguistics , philosophy , neuroscience , programming language
Abstract The ability to learn highly depends on how knowledge is managed. Specifically, different techniques for note‐taking utilize different cognitive processes and strategies. In this paper, we compared dyslexic and control participants when using linear and non‐linear note‐taking. All our participants were professionals working in the banking and financial sector. We examined comprehension, accuracy, mental imagery & complexity, metacognition, and memory. We found that participants with dyslexia, when using a non‐linear note‐taking technique outperformed the control group using linear note‐taking and matched the performance of the control group using non‐linear note‐taking. These findings emphasize how different knowledge management techniques can avoid some of the barriers to learners. Copyright © 2010 John Wiley & Sons, Ltd.